幼教教師認同之建構：以一位幼保系與一位美術系的職前教師爲例

A Study of Two Early Childhood Preservice Teachers Constructing the Teacher Identity

邱憶惠(Yi-Hui Chiou)

《幼兒保育論壇》 3期 (2008/08) Pp. 65-85

https://doi.org/10.29780/YEPYLT.200808.0065

摘要

本研究旨在探討職前幼教教師的教師認同，分析其認同之建構，並探究其形塑歷程。本研究係經兩位幼教實習生的同意得以進行敘說探究，資料蒐集採取書寫自傳、省思札記、訪談、以及安排團體焦點訪談以達到論述功能，其中也蒐集實習期間相關的文件，彼此相互校正，使得資料更具正確性。 依據上述的研究目的與方法，本研究獲得如下的結論與啓示：（一）職前教師的先前經驗包括家庭經驗、早期校園經驗、大學經驗、與社群經驗；（二）教師認同建構是持續、變動的；當教師楷模出現後，更能確定職前教師教師認同的發展方向；（三）欲理解幼兒的學習與協助幼兒的身心發展，是職前教師學習成爲一位幼教教師的能動性，同時實務現場與觀摩優秀教師的教學都能幫助職前教師深刻的反省；（四）個人與他人、環境之間的磋商經驗，促使職前教師發展出獨特的自我意象。

關鍵字

幼教教師 ； 教師認同 ； 職前教師 ； 專業發展

並列摘要

This study described how two early childhood preservice teachers developed the teacher identity and professional development within the context of a teacher education center through variety multiple discourses and dialogue. This study captured two preservice teachers' stories and experiences about how they learn to become a teacher and what they want to be a teacher.
This study employed a critical qualitative methodology. Multiple data sources, including autobiographies, participant and researcher journals, questionnaires, interview transcripts, observational field notes, and audio tapes were collected over a period of six months. Coding and narrative analysis process generated descriptive themes and representative critical incidents in the complex process learning to teach for each participant that includes access to multiple communities of practice. Researcher and participants portrayed text together for teacher identity making meaning. Finally, implication and research recommendation were presented.

並列關鍵字

teacher identity ； preservice teacher ； early childhood teacher ； professional development ； teacher education